Science · Grade 1 · Materials, Objects, and Structures · Term 2

Observing Material Properties

Students will use their senses to describe and classify various materials based on observable properties like color, texture, and flexibility through hands-on stations.

• Ontario Curriculum Expectations
• 2-PS1-1

About This Topic

Properties of Materials focuses on the characteristics of the 'stuff' around us. Students learn to observe, describe, and classify materials based on properties like texture, color, transparency, and flexibility. This is a foundational skill in the Ontario Science and Technology curriculum, linking directly to how we choose materials for specific purposes in engineering and daily life. It also provides an opportunity to discuss traditional materials used by Indigenous peoples, such as birch bark or cedar, and why they were chosen for their unique properties.

By testing materials, students begin to understand that an object's function is often determined by what it is made of. This topic is highly interactive, as students must touch, bend, and look through objects to truly understand their properties. Students grasp this concept faster through structured discovery where they can compare materials side-by-side.

Key Questions

1. Differentiate between a soft material and a hard material using descriptive words.
2. Analyze why some materials are shiny while others are dull.
3. Compare the texture of a rock to the texture of a feather.

Learning Objectives

• Classify materials into groups based on observable properties such as color, texture, and flexibility.
• Compare and contrast the properties of at least three different materials using descriptive language.
• Explain how the properties of a material influence its suitability for a specific purpose.
• Identify and describe the texture of various objects using precise vocabulary.

Before You Start

Using the Five Senses

Why: Students need to be able to use their senses of sight and touch to gather information about objects.

Basic Color Recognition

Why: Students must be able to identify and name basic colors to describe materials.

Key Vocabulary

texture	The way a surface feels when you touch it, such as rough, smooth, bumpy, or soft.
flexibility	The ability of a material to bend without breaking.
color	The visual property that describes how an object reflects or emits light, such as red, blue, or green.
hardness	The resistance of a material to being scratched, dented, or deformed.
shininess	The quality of reflecting light brightly, making a surface appear lustrous or gleaming.

Watch Out for These Misconceptions

Common Misconception

Hard materials are always stronger than soft ones.

What to Teach Instead

Students often think 'hard' equals 'best.' Through hands-on testing, show how a 'soft' rubber band is stronger for holding things together than a 'hard' but brittle toothpick, which snaps easily.

Common Misconception

Objects and materials are the same thing.

What to Teach Instead

Students might call a chair 'wood' or a spoon 'metal.' Peer teaching activities where students identify the object (spoon) and then the material (plastic vs. metal) help clarify this distinction.

Active Learning Ideas

Stations Rotation: The Mystery Bag

Students reach into bags containing different materials (felt, plastic, wood, metal) without looking. They must describe the texture and flexibility to their group, who then guesses the material based on the description.

30 min·Small Groups

Inquiry Circle: The Waterproof Test

Groups predict which materials (paper, foil, fabric, plastic) will keep a 'dry' cotton ball safe from a water dropper. They perform the test and record which materials are waterproof and which are absorbent.

40 min·Small Groups

Think-Pair-Share: Why This Material?

Show students an unusual object, like a metal pillow or a glass hammer. Pairs discuss why these materials are a 'bad fit' for the object's job and suggest a better material based on its properties.

15 min·Pairs

Real-World Connections

• Clothing designers select fabrics based on their texture and flexibility to create comfortable and functional garments, like choosing soft cotton for t-shirts or flexible spandex for athletic wear.
• Construction workers choose building materials by considering their hardness and durability, such as using hard concrete for foundations and flexible asphalt for roads.
• Toy manufacturers test materials for safety and playability, ensuring soft, flexible plastics are used for baby toys and harder, shinier plastics for building blocks.

Assessment Ideas

Exit Ticket

Provide students with three small, distinct objects (e.g., a cotton ball, a smooth stone, a rubber band). Ask them to write one sentence describing the texture of each object and one sentence explaining if it is flexible or hard.

Discussion Prompt

Present students with a picture of a playground slide and a picture of a teddy bear. Ask: 'What material is the slide made of and why is that property important for a slide? What material is the teddy bear made of and why is that property important for a teddy bear?'

Quick Check

During the station activity, circulate and ask students to hold up two different materials and describe one property they both share and one property that is different between them. For example, 'These are both soft, but this one is bumpy and this one is smooth.'

Frequently Asked Questions

What are the best hands-on strategies for teaching properties of materials?

Sensory-based stations are the most effective. Allow students to physically manipulate materials, stretching, soaking, and scratching them. Using 'Property Word Walls' where students attach physical samples next to descriptive words (like 'rough' next to sandpaper) creates a lasting visual and tactile connection.

How can I include Francophone perspectives in this unit?

Introduce French vocabulary for common materials (le bois, le plastique, le métal). Discuss how different materials were historically important in New France, such as the use of fur for warmth or stone for sturdy buildings in Quebec City.

What safety precautions should I take with material testing?

Ensure all materials are clean and have no sharp edges. If testing strength, provide safety goggles. Always supervise activities involving water to prevent slips, and be mindful of allergies to materials like latex or certain fabrics.

How does this topic connect to the Grade 1 Structures unit?

They are deeply linked. Students must understand properties (like strength and flexibility) to choose the right materials for building stable structures. Teaching them together allows students to apply their knowledge of materials to engineering challenges.

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